Materials and Methods

1. Astri Ollivia K. (16716251013)2. Nana Apriliana (16716251014)3. Mustikaning Ayu S. (16716251009)

Framework Content Syllabus Communicative Language Teaching Some claims for current materials Multi component syllabus Learners and learning Related developments References

Outlines

As cited in McDonough, Shaw & Masuhara (2013: 3-4): Nowadays, the possible relationship between

English and globalization makes a teacher a worldwide job or occupation.

Despite all the differences, they share professional common framework that comprises of context and syllabus.

Framework

As cited in McDonough, Shaw & Masuhara (2013: 5-8): Context which comprises of learners and setting

can influence the goal that every educational program has.

Learner variables can be general to individual. Setting includes whole teaching and learning

environment. By having this consideration, it will lead to that the

selection of an appropriate type of syllabus content and specification.

Context

• Age • Mother tongue

Physical

• Interests• level of proficiency• aptitude• academic and educational level• attitude to learning• motivation• reasons for learning• preferred learning styles• personality

Mental

Graphic 1. Learner variables (McDonough, Shaw & Masuhara, 2013: 7-8)

• Physical • Socio-

cultural• Time

• Administration• Monitoring • evaluation

• Teachers • Number of

pupils • Support

personnel

• The position of English at school, curriculum or country

Position Human resources

Environment and time

Management

Graphic 2. Setting variables (McDonough, Shaw & Masuhara, 2013: 8-9)

A syllabus is a document containing what should

be learnt. (Hutchinson & Waters, 1987: 80) A syllabus refers to an explicit and coherent plan

containing what is to be taught in particular course in which the aim is to guide teacher and learners. (Feez & Joyce, 1998: 2)

“The syllabus here is defined as the general statement as to the pedagogical arrangement of the learning content.” (McDonough, Shaw & Masuhara, 2013: 11)

Syllabus (Definitions)

Syllabus offers practical way to break down the

complexity of language learning process into manageable and teachable units. (Hutchinson & Waters, 1987: 83-84)

Syllabus can fulfill aims as closely as possible. (McDonough, Shaw & Masuhara, 2013: 11)

Richards and Rodger (2011), as cited in McDonough, Shaw & Masuhara (2013: 11), states the place of syllabus in a programme planning in three levels, i.e., approach, design, and procedure.

Syllabus (Importance)

Hutchinson & Waters (1987: 85-87)• Topic • Structural/

situational • Functional/

notional • Skill• Situational • Task-based • Discourse/skill • Skill and

strategies

Feez & Joyce (1998: 14 – 18)• Structural• Situational • Topic-based• functional/-

notional• Process• Task-based• mixed

McDonough, Shaw & Masuhara (2013: 13)• Grammatical/

structural• Functional/

notional• Situational• Skill-based• Topic-based• Task-based

Graphic 1. Types of syllabus

• Based on grammar items .• e.g. Prepositions, pronouns, etc.

Grammatical/ structural

• Based on language functions.• e.g. Appologizing, thanking, etc.

Functional-notional

• Based on the situation and setting.• e.g. At a hotel, in the restaurant, etc. Situational• Based on skills.• e.g. Writing a memo, reading for info,

etc.Skills-based

• Based on the logic of the topic itself. • e.g. Job seeking process, etc.Topic based

• Based on communicative tasks.• e.g. Interviews, meeting people, etc.Task-based

Most syllabuses are based on a combination of

two or more of the types. (McDonough, Shaw & Masuhara, 2013: 13)

The notion of syllabus should be distinguished from syllabus inventory. (McDonough, Shaw & Masuhara, 2013: 14)

A syllabus is a working document that should be used flexibly and appropriately to maximise the aims and the processes of learning. (Hutchinson & Waters, 1987: 94)

Syllabus (notes)

Communicative Language

Teaching (CLT)

1960s

1970s to

early 1980s

New millenniu

m era

Communicative Language

Teaching (Examples)

As cited in McDonough, Shaw & Masuhara

(2013: 22), Richards & Rodgers (2001: 172) define CLT as “an approach in the sense that it represent ‘a diverse set of principles that reflect a communicative view of language and language learning and that can be used to support a wide variety of classroom procedures’.”

Communicative Language Teaching (Definition)

• Syllabus (Wilkins, 1976)

Phase 1

• Need assessment (Munby, 1978)

Phase 2 • Classroom

activities (Prabhu, 1987)Phase

3

Communicative Language Teaching (Phases)

Taken from: McDonough, Shaw & Masuhara (2013: 22-23)

1• The concept of ‘being communicative’ includes what a language has the

potential to mean, as well as formal grammar properties.

2• There is often a stated requirement for ‘authenticity’.

3• The communicative approach cconcerns with “accuracy” and “appropriacy”.

4• A concept of communication does not have to be based on sentence-level

criteria, it can allow language to be described, and language learning to take place, over longer stretches.

5• ‘Communicative’ can in fact refer to all four language skills.

6• There is distinction between the ‘what’ and the ‘how’.

Communicative Language Teaching (Implications)

Taken from: McDonough, Shaw & Masuhara (2013: 23-31)

As cited in McDonough, Shaw & Masuhara (2013), Clandfield and Jeffries (2010); Clare and Wilson (2011); Dellar and Walkley (2010); Harmer (2012); Rea et al., (2011) mention: learn English as it is used in our globalized world. need variety of teaching situation to relate the

classroom activity and real life. teach real-world vocabulary and grammar structure. integrate skill series which flexible for all learning style. prepares learners to use English independently.

Some claims for current materials

Multi-component syllabusDellar and Walkley (2011) cited in McDonough, Shaw & Masuhara

(2013)

Word MeaningSingWrite Read

MenyanyiMenulisMembaca

The emphasis of lexis

Current way:• rationalize vocabulary as content• base teaching on an understanding

of the psycho-logical mechanisms

Traditional ways:

As cited in McDonough, Shaw & Masuhara (2013): Willis defined tasks are always activities

where the target language is used by the learner for a communicative purpose.

Key phases are pre- task, task cycle and language focus.

Task Based Approach

As cited in McDonough, Shaw & Masuhara (2013: 42), the current course book design is concerned in general terms with a perspective on ‘the learner’, it is because : an analysis of the characteristics of

learners as individuals can offer a helpful view on the construction of materials and methods.

Learners will naturally need to engage in process of teaching

Learners and Learning

As cited in McDonough, Shaw & Masuhara (2013: 47), there are several changes related to the shift of view of ELT, namely: New prespective of English as lingua franca Intercultural sensitivity Diversification of learners and learning

contexts

Related Developments

McDonough, J., Shaw, C., & Masuhara, H.

2013. Materials and Methods in ELT: A Teacher’s Guide, Third Edition. West Sussex: John Wiley & Sons, Inc.

Hutchinson, T., & Waters, A. 1987. English for specific purpose: a learning-centred approach. Cambridge: Cambridge University Press

Feez, S., & Joyce, H. 1998. Text-based syllabus design. Sydney: Macquarie University.

References